1. Until the Industrial Age, education was a privilege of the rich elite. Yes, it did what it was designed to do, namely producing factory drones and later, office drones, but we can be cautiously thankful for the Industrial Age’s democratization of education. I truly believe, however, once we get over this Post Industrial and Information/Conceptual Age transitional hump in education, we are going to have skills that completely dwarf “rigour”. With Siemans and Downes’ Connectivsm and Federmann’s UCaPP (ubiquitous connectivity and pervasive proximity) and associated 4 C’s, rigour will be replaced by passion’s sibling, “flow”. You see, rigour (strictness and exactness) is inflexible and can only be a hindrance when it comes to dealing with the chaos and complexity of dynamic Personal Learning Networks. It is both a hope and a belief that Connectivism will completely change the face of education and other structuring institutions of society.

  2. Thanks for the comment Paul. I need to spend some more time looking into Sieman’s and Downes’ Connectivism as it seems to provide a framework for some of the things I’ve been trying to figure out recently. I’ve never heard of UCaPP, I will have to look it up. The fact that I can post some half formed thoughts on my blog and get an informed reply from a Kiwi living in Serbia who refers to a theory whose proponents are Canadian seems to me to be exactly what Connectivism is all about.

    I appreciate your perspective on the positive aspects of Industrial Age education. I don’t think we should trivialise the impact of expanding education to a larger population. In fact it seems to me that the emerging social nature of knowledge owes something to having a more educated populace in general. I also hadn’t thought about looking at the inflexible notion of “rigour” in more detail. I’m looking forward to investigating the concept of “flow”.

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